In this essay I will look at the ASPIRE model as a process within social work. I will demonstrate my understanding of the model and its stages and reflect on how values inform each stage of the process. I will look at each stage individually whilst evaluating its effectiveness as a process. I will consider how different factors may alter the effectiveness of the model and look at the extent to which the model could either enable or hinder anti-oppressive practice.Social work, as a process, functions with the aim of;
‘…working together with people to assess their needs and to negotiate, formulate and implement plans so that people can make decisions and take responsibility for their own lives.' (Sutton 1994:7)
Tags: ASPIRE model of sociology, ASPIRE model to become a social worker, Social work assessment forms,Social service information, ASPIRE assessment model
[...] Smale and Tuson (1993:68) believe that the ‘Routine, service led ‘assessments' are the antithesis of an empowering approach to assessment and care management.' Assessment is viewed as one of the ‘decision making' components of the ASPIRE model that enables planning, intervention and review, should a client be deemed eligible. This decision making process is often regarded as gate keeping, whereby, eligibility criteria allows an authority to make a decision on whether a client is eligible for services, based upon the outcome of assessment. [...]
[...] (2005) ‘Learning and Teaching in Social Work Education: Textbooks and Frameworks on Assessment', Policy Press, Bristol Cull, L.A. and Roche, J. (2001) Law and Social Work; Contemporary Issues for Practice', Palgrave, Hampshire Davis, M. (2002) Blackwell Companion to Social Work', Blackwell, Oxford Horner, N. (2003) ‘What is Social Work? Context and Perspectives', Learning Matters, Exeter Lindon, J. (2003) ‘Child Protection', Hodder and Stoughton, London Mandelstam, M. (2003) ‘Community Care Practice and the Law', Wiltshire County Council Milner, J. and O'Byrne, P. [...]
[...] An adherence to social work values and ethics as well as transparency in practice and working in partnership with all immediately concerned is the only way to ensure that the ASPIRE model, as a process, limits oppression and empowers the client. I have looked at the ASPIRE model as a process within social work and demonstrated my understanding of the model and its stages. I have reflected on how values inform each stage of the process. I have examined each stage and evaluated the model's effectiveness as a process. I have considered different factors that may alter the effectiveness of the model and examined the extent to which the model could either enable or hinder anti- oppressive practice. [...]
[...] Although assessment here is regarded as the start point when working with service users it is clear that other aspects of the ASPIRE model are already beginning to incorporate themselves into the process, as evaluation is recognised as taking place during assessment. The importance of assessment in social work is clearly written into legislation. The NHS and Community Care Act 1990 emphasises the service user's right to assessment. Section 47 clearly states that where an individual may be in need of services, the authority ‘shall carry out an assessment of his needs for those services . [...]
[...] Where child protection is an issue Lindon (2003:53) points out that; parents refuse to cooperate in the investigation, a Child Assessment Order can be obtained to compel some co-operation and allow assessment of the child.' Therefore, where intervention is the initial response when working with a client, the ASPIRE model could be seen to take a different ordering process to the one the model suggests. Review and evaluation are the last two stages of the ASPIRE model and in many ways they interact. [...]
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